Homework is considered a major means for connecting learning processes at school with the home/family sphere. This qualitative study illuminates parents' engagement in their children's homework by exploring: (1) parents' and teachers' perceptions of homework goals and characteristics; and (2) the types of parental help-giving with homework. Using a snowballing sample, 24 participants, 13 parents and 11 teachers from Jewish and Arab elementary schools, were interviewed. Grounded theory was used based on identification and coding of relevant categories. Three main themes were identified regarding homework goals and characteristics: homework as: (1) establishing partnership; (2) raising doubts about teachers' professionalism; and (3) increasing tension and conflict between teachers, parents, and children. In addition, three themes of dependent help-giving were found: parent as reminder, parent as partner, and parent as student. The meaning and implications of the extensive use of dependent help-giving will be further discussed.